Will's+YAL+Workspace


 * Class 2 Prep:**
 * Using Young Adult Literature in the English Classroom** by Bushman & Haas

If I had to define young adult literature prior to reading Chapter 1, I'd say it spans a multitude of genres (horror, fiction/nonfiction, thriller, historical, fantasy, supernatural, romance, etc) and isn't exclusive to just young adults. It can also refer to a narrator's voice, thoughts, and emotions; how the characters are described, how the scene and/or setting is presented, narrator interaction with other characters, and how parallels can be drawn with the adolescent experience. During my Chapter 1 reading, I'm reminded of how important a connection is to enticing the reluctant reader. Successfully accomplishing this helps foster a lifelong appreciation for reading, and its important for teachers to be deliberate when they choose literature. Teachers have to be know their students, acknowledge their developmental interests and goals, and appropriately match their wants/needs with engaging books. Not to snub the reputability of classic texts, but today's teenagers (and honestly, teenagers of the early 2000s) can't always find a connection that'll compel their interest. Young adults are evolving socially, emotionally, and intellectually. Books mirroring their internal conflicts, experiences with friends/family, and/or finding their voice can offer them insight and spark creativity. As teachers, I feel we're duty-bound to create environments where students develop a greater capacity to thrive, especially during the most impressionable period of their lives.

//**Comment:** Well said, Will! The mirror metaphor is incredibly important, and we'll discuss a second one -- the window -- soon! Best, Dr. Young//
__**Reading List**__ - The Skin I'm In by Sharon Flake (African-American and/or Latinx; 8/31/2017) - The Secret Life of Bees by Sue Monk Kidd (Drama; 9/9/2017) - Nickel & Dimed: On (Not) Getting By In America) by Barbara Ehrenreich (Nonfiction; 9/20/2017) - All-American Boys by Jason Reynolds ("Problem" Novel; 9/24/2017)  - The Giver by Lois Lowry ("Other World" Novel; 10/02/2017)  - Brave New World by Aldous Huxley ("Other World" Novel; 10/02/2017)  - The Young Elites by Marie Lu (YAL series; 10/15/2017)  - Bucking The Sarge by Christopher Paul Curtis (Personal Choice; 10/29/2017)  - You Don't Even Know Me: Stories and Poems about Boys by Sharon Flake (Short Story/Poetry Collection; 11/03/2017)  - Tell Me Three Things by Julie Buxbaum (Romance; 11/09/2017)  - The Hate You Give by Angie Thomas (Diverse Culture; 11/20/2017)

[|YAL Book Journal]

==== //**Comment:** It would be helpful to distinguish your list above between what you've read so far and what you're planning to read. As you read, provide the dates for the books you've completed and note the genre (either here and/or on the handout I provided, and definitely on your blog! Speaking of your blog, I don't see any entries yet. Know that you're supposed to have half of your entries completed at the mid-term which is soon! I look forward to reading these! Be sure to link your blog to our YAL Blogs wiki page. Best, Dr. Young PS: You have one book listed twice above (Curtis).// ====

Preliminary Reading of //**The Call**// by Peadar O'Guilin

The book jacket resembles a blood splatter, with writing that looks as if it's been etched on a hard surface with a sharp object. Two things are mentioned that spell something haunting, and horrible- "the Call" has begun and "the Sidhe" are close. Nessa, the story's protagonist, has twisted legs that make her steps loud, but she's determined to live and refuses to be looked down upon because of her disability. She's a tough as nails voice in this book, I can already tell. One word about the writing I enjoy already- it's vivid. "The tired engine burps fumes of recycled vegetable oil so that everything smells deep fried."

//**Comment:** Great initial observations!//

 * Class 3 Prep:**
 * Chapter 11- "Young Adult Literature: A Brief History"**
 * Using Young Adult Literature in the English Classroom** by Bushman & Haas

I originally suggested young adult literature isn't exclusive to this intended audience, but includes narration from a "younger voice" and showcases the adolescent experience. The exclusivity piece was only meant to reference readers, all of whom aren't teens. I stand by my previous definition, but will say it needs to be unpacked more after reading this chapter. Young adult literature experienced an incredible evolution from the Middle Ages to present day, but the same tenets of morality remain within the stories told. Books were and still are used as educational tools then (albeit to help accelerate the development of ineffective children to productive adults), and the irony of 15th/16th century texts read by children were written for adults, and in the present-day it is the complete reverse. Young adult literature was once crafted for adults and thrust upon children to fast-track them into adulthood. Now, young adult literature paints realistic portraits of the teen experience, and also read by quite a few nostalgic adults. I grew up in the 90s, and made sure to acquaint myself with literature mirroring an idyllic adolescent experience, or something otherworldly. As the timeline of this chapter caught up with familiar territory, Stowe's Uncle Tom's Cabin and Salinger's Catcher in the Rye were two required reading texts I can recall from grade school. Quite a few distinctive and renowned works I either approached later in life or not at all due to content. Some of the best books worthy of teaching are banned from today's classrooms, and its ridiculous. As a pre-service instructor, consideration has to be paid to the past. This impressive evolution young adult literature has undergone builds an awareness and appreciation for students and teachers alike, and it will continue.


 * Class 4 Prep:**
 * Chapter 2- "Evaluating Young Adult Literature"**
 * Using Young Adult Literature in the English Classroom** by Bushman & Haas

I'm guilty of using readability, initial engagement, an author's body of work/recommendations, and cool book jackets as a means of choosing what books to read. This approach can sometimes be one-sided and restricts me to genre-specific reads, but I will say I'm growing my literary palette. Most importantly a connection has to be made within the first few pages, dare I say an obsessive attachment to motivate continued reading. I've previously pushed myself to read lackluster books because they were required reading, but now I'll keep 1-2 of my choosing in a rotation. If I've abandoned a book, interest was lost within the first few pages or I struggled to connect at the present time. I have revisited books these books later in life, and read them with renewed passion and a different mindset. Instead of chastising myself for passing it off before, I recognize the reading experience required a different attitude or mood I didn't possess at the time. This chapter pulls apart the meat of a good read, and helps me (as a pre-service teacher) help students understand why they love a specific book(s). Style, theme, point of view, imagery setting, etc. They all contribute to the science reading and evaluation, and the gateway to improving student writing. One of the takeaways from reading this chapter is the importance of "dissecting" short stories and novels for students once they've read something privately. A meeting of the minds fleshes out of ideas/concepts books tend to leave to reader imagination. Also, I'm definitely going to do more digging for authors and books with cross-references to classics for young adult readers; they're constructive teaching tools.

==== //**Comment:** Ideally, we can build upon students' prior knowledge and experience with reading to help them develop close reading habits and strategies for comprehending and critiquing the books they read, so that we don't have to be the ones who are always dissecting their reading for them.// ====


 * Class 5 Prep:**
 * Chapter 3- "Using Reader Response To Begin"**
 * Using Young Adult Literature in the English Classroom** by Bushman & Haas

One thing remained consistent w/ reader responses in middle school to high school, and they centered around questions like "how did it make you feel?", "do you agree/disagree with the actions of...", and "what would you have done differently?" They were developmentally sound questions to ask, and helped put my interpretation and understanding of a text into words. Middle school was a bit more teacher-centered, high school more student-centered, and both helped transition to the independent & collaborative study characteristic of college. The focus tended to be on classical texts, and the quote by Rosenblatt (1991) explains why teacher-centered instruction dominated my literature classes- "we constantly set the tasks a step beyond their powers, or plunge them into reading that practically requires the learning of a new language." Literature of interest and calls for curricula reforms were hush-hush in the late 90s, and loyalty to the canon wasn't questioned. As grade-levels progressed, reader response strategies kept their developmental pace. The strategies employed in the middle school classroom (reading aloud, group discussions, writing, literature circles, etc.) were present in subsequent grades, simply at a higher level of thinking with texts considered age-appropriate. Journaling and Socratic discussions were my favorite from middle to college. It helped me build writer confidence slowly, and the choice to welcome my audience gradually. Socratic discussions are purely learner-centered and gives students license to argue and interpret freely. One of my strongest takeaways from this chapter is "focusing on literature as a means of knowledge", not for any formative assessment. Creating self-indulgent readers and students who can reflect, connect, and confidently defend and question their own thinking is a responsibility of us as educators. A place to begin starts with discovering genre types that get your students excited. Understand their values, interests, and circumstances, and pair it with strategies balancing their wants and development needs with curriculum goals.

==== //**Comment:** So interesting that middle school was more teacher-centered for you as it is typically the opposite. I'm glad you see the value of reader response -- it is the key for helping students find a way into the reading they do, especially the reading we might require of them in school, especially in our ELA classes.// ====


 * Class 6 Prep:**
 * Chapter 6- "Organize The Literature"**
 * Using Young Adult Literature in the English Classroom** by Bushman & Haas

Thinking back to middle school, there was a mixture of in-class/out-of-class textbook reading when it involved some type of assessment or assignment. A few of us would have our own casual reads in the library, out of school, and/or during our free time, but these were books we chose to read ourselves. I can recall one or two novels we read during middle school (The Giver and The Outsiders), and I only blame my fading memory. Aside from the school book club (which I wasn't a part of), I didn't have anyone to discuss my casual reading choices with during my middle school years. High school we did have classes with groups reading different novels during my sophomore year and beyond. Also, rather than rely on short-stories and anthologies from a textbook, we'd have novels to read in their entirety and on our own. Very little in-class reading occurred unless we were analyzing a particular part of the novel, doing a reader response strategy, a group activity, etc. Poe's short stories/poems, Shakespeare plays (Othello & Romeo & Juliet from beginning to end, selected acts from King Lear & Twelfth Night), Stevenson (Jekyll & Hyde), Shelley's Frankenstein, Huxley's Brave New World, Stowe's Uncle Tom's Cabin- needless to say, high school texts mirrored many of the secondary English classroom reading lists of the early 2000s. Depending on my teacher, and I've had my share of boring and energetic ELA educators, we were free to chose a text of our own for book reports, analyses, etc. (given they meet certain teacher-mandated guidelines). The chapter reading mentioned selections for specific themes and representations, and this is very reminiscent of some of high early high school ELA classes. The most significant takeaway from this chapter is the inclusion of poetry, nonfiction, and drama to the young adult literature spectrum. I'll admit fiction was my preferred genre during middle & high school, and I didn't begin reading nonfiction, poetry, and movie scripts casually until college. There's substantial value having today's adolescents to read about history, biographies, etc. in ELA classrooms, and read poetry from outside of the canon. Connected readers, discussion, and activities contribute to engagement and increased comprehension, the end goal for any teacher organizing literary reading.

- Have students conduct brief research on instructional methods in the 17th and 18th centuries. Considering how they learn in today’s world, what has evolved? How do you think old-century instruction would affect your learning now? - Have students list ways they’re employing technology now (social media, video games, etc.) Write a short-story of what their typical day would like without relying on technology. - Discussion of sexism in the context of the story’s 22nd century and sexism in the 21st century of today. - Mechanical teacher vs. Computer; have students draw comparisons of each and share/discuss within groups. - Have students call to mind other literary characters (film, TV, books) who call to mind the odd significance of Johnny Bear. Students can draw comparisons between the two. - Have students point out some of the strongest literary devices in Johnny Bear, and discuss the reasons why they like it and how it enriches the story.
 * Class 6- Reader Response Strategies**

The Secret Life of Bees book talk


 * Class 7 Prep:**
 * Chapter 4- "The Reading-Writing Connection"**
 * Using Young Adult Literature in the English Classroom** by Bushman & Haas

Some of the writing assignments I can recall in middle & high school include summaries, essays, book reports, alternate endings to short stories/novels (fan fiction), news articles, song lyrics, speeches, critical analyses, and annotated bibliographies. The summaries, critical analyses, and essays were common in my English classes, and were either crafted from teacher and/or textbook prompts from classroom readings. Alternate endings (not sure it was called fan fiction during my school years) were highlight of creative writing during grade school. I wrote for the school paper in high school, hence the news articles. I wrote song lyrics and speeches in my free time- I watched enough film monologues and 90s R&B music to encourage the habit. Choice wasn't always the case when it came to school assignments, so making it my own helped ease the pain. Thankfully college opened the door to creative freedom. After reading this chapter, I'm a bit surprised the "synergistic relationship" between reading and writing wasn't made evident much earlier. Teaching writing was forbidden until a student mastered reading? Yikes. Reading helped increase my vocabulary, diction, spelling, and oratory skills. Conversations were more rhythmic, and I found myself emulating my favorite author's writing style. Not to be a copycat, but to enhance my own writing. Separating the two under the idea "you have to walk before you run" is flawed and unfair to a young ELA learner. Authors inspire writers! If you're a student and relatively new to penning your own thoughts to paper, reading a text offers examples to get ideas flowing.


 * Class 9 Prep:**
 * Chapter 8- "ELLs in the Classroom"**
 * Adolescent Literacy** by Beers, Probst, and Rief

One of my takeaways from reading this chapter is cultural harmony and allowing ELLs to use their primary language as a scaffold to learning a second language. The racial and linguistic diversity of a classroom requires special attention when you discuss instructional strategies for students. Specifically for ELLs, and recalling a service learning project during undergrad when I tutored a Spanish-speaking student, the first building block is providing a safe space to make mistakes. Allow students to develop listening, reading, speaking, and writing in a secondary language and the freedom to "code-switch" to enhance their understanding, as Danling Fu stated in the chapter. The experience and culture ELLs bring to the classroom adds to melting pot, and gives these students a sense of belonging in a world they now inhabit. Attempting to "Americanize" these students is what I strongly dislike- assimilated vs. acculturated, and teachers who still believe abandoning one's cultural heritage to learn English and "the American way" is the best and only path. Danling Fu's statement that "if they continue to develop their literacy and content knowledge at their literate level, they will learn a new language more effectively" suggests inclusion and immersion are great benefits to encourage the cultural harmony to help empower ELLs, and I couldn't agree more. I'm glad there are educators bridging the gap and giving ELLs freedom to aid their language proficiency.


 * Class 10 Prep:**
 * Chapter 10- "Teaching English Language Arts in a 'Flat' World"**
 * Adolescent Literacy** by Beers, Probst, and Rief

Jim Burke, the author of this chapter, references Thomas L. Friedman's book "The World Is Flat" to identify the critical new literacy skills today's students must have to adapt and compete in today's global economy, and suggestions as to how language arts instruction can be tailored to successfully prepare students for their intended careers. Friedman's definition of 'flat' means a level playing field, where the best, well-prepared individuals can "participate and compete in ways they never could before, thanks to increased access to advanced technologies." Friedman argues the value of different roles and qualities can teachers help develop in students to make them more secure in their future jobs/careers, less likely to be outsourced or made obsolete, and more "untouchable".

Personally, I've worked in banking for nearly 8 years and understand corporate culture and the demand for workers who can do the job of 2-3 other people well. What I find most intriguing is the fact Friedman's book is more business-oriented, dare I say more relatable to STEM education. Fact is globalization can encompass every subject in American education, and ELA didn't always get the consideration it deserved. Now, classrooms are integrating technology and social media into ELA. Classics are being taught in conjunction with books featuring characters and narratives teenagers find relatable. ELA strategies are including project management, team collaboration, discussion threads, corporate-style facilitation, multimedia presentations, etc. to not only prepare students for testing but also the real world. The biggest takeaway from this read is the new vision ELA curriculums are embracing- 21st century literacy AND transferable skills for the global stage they'll enter after graduation.


 * Ch. 17 "The Influence of the Internet and Social Media on Teens' Engagement with YAL"** by Melanie D. Koss
 * Social groups, goals, the influence of friends, and choice plays a significant role in willingness to read and write. Ideally teens are friends with individuals with similar interests, and socially-acceptable activities (like reading and writing) increases engagement, along with online communities. All contribute to a strong interest in what teens choose to read.
 * Connections through technology; blogs, vlogs, Facebook, Twitter, YouTube, Tumblr, etc. directly link readers with authors (and other similar authors)
 * Technology platforms offer insight to the author's writing processes can also be of encouragement to young teen writers; acts as a "behind the scenes" glimpse.
 * Teen blogs- writers in action in a public platform; anonymity if its desired; fan fiction & online writing communities a good practice for new writers, combating writer's block, interaction amongst other writers, building a following/platform.
 * Marry out-of-school literary practices with classroom reading/writing for relevancy; opportunities to bridge learning opportunities w/ personal interest help cement instruction.


 * Class 12 Prep:**
 * Chapter 14- "Unleashing Potential with Emerging Technologies"**
 * Adolescent Literacy** by Beers, Probst, and Rief

After reading Chapter 10, Koss' article on the influence of the internet/social media platforms and the connections to classroom engagement, and watching a few videos of Friedman's commentary on globalization on CNN (Smerconish), I ordered a copy of Friedman's book "The World Is Flat". Looking forward to unpacking his level-playing field analogy.

My takeways from Kajder's chapter-
 * Emerging technology as an instructional enhancement AND impediment; relying on technology for the "comfortable and familiar" classroom tasks isn't revolutionary or pushing student learning to new bounds. The shared Word doc. example in the book is convenient.
 * Look to kids for possibilities; what students know about technology and what teachers know about reading/writing well. Find the happy medium; take advantage of multimodal tools students engage with outside of the classroom (blog, vlogs, wikis, video games, podcasts, etc.)
 * What exactly counts as teaching English w/ technology (not about speed, but consideration and time spent crafting instruction that puts content and instructional goals at the forefront)
 * Class blogs as a community of learners- WOW. Alternating student roles (scribe, etc), student posts receiving responses from students in other classrooms around the world. Helps deepen the understanding of content and provides student's a voice.
 * Podcasting as a meeting of minds. Students evaluate and create content, discuss and defend ideas, and welcome an audience.
 * Book trailers can serve as a reader's interpretation of a text, a selling point for fellow students, and a way for some students to "have something to say that couldn't done on paper."


 * Class 13 Prep:**
 * Chapter 15- "Making It Matter Through The Power of Inquiry"**
 * Chapter 16- "Building Academic Success w/ Underachieving Adolescents"**
 * Adolescent Literacy** by Beers, Probst, and Rief

Near the height of my career in banking, I was nominated to join the Licensed Banker program offered by my company in 2014. Consistently high performing bankers were selected to sit for securities exams to eventually become registered representatives, financial advisors, etc. I expected the 2-month stint to be nothing more textbook reading, note-taking, and test drills leading up to the real deal. Instead, my virtual coach tasked us with experimenting with day trading, analyzing market trends, and researching topics like Enron's collapse, cases of insider trading, pyramid schemes, etc. We did take notes and practice test drills- the Series 6, 63, and 65 are timed assessments. However, the deep-dive into project-based investor learning was relevant to our expected roles if we successfully passed each test and become effective practitioners. Lack of interest and lazy team members are some of the common characteristics of my worst experiences.

My takeways from chapter readings-
 * Full engagement and happiness occur "in the flow"; intense focus and attention paid to a topic and nothing else seems to matter.
 * Expanding the notions of competence and finding effective ways to highlight, celebrate, name, and extend it (instead of allowing students to give up because they don't get it, how can their stronger qualities relate to the material? How can you motivate the student?)
 * Five M's - model, mentor, monitor, measures, and providing multiple modalities
 * Provide all the pleasures and possibilities of textual engagement (video games, fantasy, comics, news articles, cartoons, rap lyrics, etc.); make English class a smorgasbord of various texts.
 * Framing a course as a series of inquiries welcomes student's preexisting interests/competencies and helps to build upon these strengths; students are doing the work characteristics of their intended careers. Also, teachers reframing a course as a series of inquiries allows them to assess their instructional approach.
 * Competence may be the reason for engagement, or engagement is the cause of competence?
 * Switch instructional focus from what must be taught to what kinds of of teaching will maximize learning
 * Making it real; mediation and its cultural relevance to urban students. Between student and teacher, build confidence, guide discussion, and identify connections applicable to your student(s) to increase engagement.

BOOK TRAILER - Tell Me Three Things (by Julie Buxbaum) media type="custom" key="29481177"


 * Class 14 Prep:**
 * Interlude 5 (pp. 289-294) and Afterword (pp. 311-314)**
 * Adolescent Literacy** by Beers, Probst, and Rief


 * I enjoyed the Christenbury's first lesson about good teachers can be found in many places. Teachers aren't only within the walls of schools. I've worked in financial services and hospitality management, and recall great teacher-managers throughout my career. Many of their techniques/strategies geared toward employee engagement and retention can be replicated for the classroom
 * Learn from teachers who may not look, think, teach, and/or act as you do. All teachers share the same goal, and we can all share/steal ideas if they're effective. Ask questions before criticizing someone else's pedagogy approach
 * A commitment to continued learning is required for the type of business I'll be in; remembering nothing is ever final will be hard for my personality type, but "good teaching is a moving target"
 * Teach from your writing; get reacquainted with process to help my students become enamored with it.